"Where the Future Takes Us"
Davinesa Reed
Teaching is a competition. Teachers compete with their colleagues for the best test scores, teachers compete with themselves to top their previous performances, and teachers compete for students’ attention. In a perfect world, students would all sit-up straight in their chairs and listen closely to what their teachers had to say with zero cases of ADD or ADHD, behavior problems, or interruptions. The reality is however, that students come to school with a barrage of presets that come in the form of: television, video games, and computers. Diagnosed effectively, these issues can either be a gift or the Achilles heel to a classroom and its structure.
Rather than telling “Johnny” to sit down and pay attention all day we have to give “Johnny” something that he can’t take his eyes off or an assignment that he can’t stop doing (not because he can’t finish but because he doesn’t want it to end). If you can’t beat them join them. Join them by offering a solution that will reach their attention spans and enhance their learning in the process. ““Educating Digitally: Classrooms without Books”, offers educators an endless array of tools that can be used to effectively energize a room full of bored, busy bodies. From edublogs to social networking students are able to interact in their own learning experiences.
“Rural sociology is a subfield of sociology that focuses on the social problems of rural life. Many rural sociologists are employed in colleges of agriculture at land-grant universities. These agricultural schools have three main functions: (1) to teach students, (2) to conduct research on agricultural problems, so as to help farmers and agricultural businesses, and (3) to operate a state extension service to diffuse agricultural innovations (coming from research) to potential adopters, particularly farmers (Rogers, 2003).”
Although all schools are different, the diffusion method that uses rural sociology can be incorporated to analyze if technology can be used as an effective tool within the classroom to increase the overall performance of students. Of the three main functions, both formative and summative evaluations can be used to test: if technology can be used to teach students, to conduct research on which technology is the most formable, and to make research based decisions on which skills will be targeted.
This innovation was chosen because I realize that the most important thing in a classroom is getting a students’ attention. “Educating Digitally: Classrooms without Books,” has the ability to change the entire structure of the classroom while cutting costs on paper and pencils. The potential for this particular platform is endless.
References:
Rogers, Everett M. (2003-08-05). Diffusion of Innovations, 5th Edition (Kindle Locations 1674-1678). Simon & Schuster, Inc.. Kindle Edition.
Defense of Innovation for Multimedia Presentation Yolandria J. Petty
In my previous paper I discussed three innovations that are found in education today. I discussed how each of these innovations are helpful in the educational field and I also identified barriers for each innovation. In this paper I must identify why I will only select one of these three innovations for my multimedia presentation. To make this selection I chose to use the rubric for the presentation as my guide. For my innovation to be chosen for this project I must be able to find information on the following topics: (1) development process, (2) decision process, (3) adapter categories and the s-curve, (4) perceived attributes of innovation, (5) Critical mass and change agents, and (6) organizational innovation. In this paper I will discuss my finding for Star Reading and Math, Promethean Activboard and accessories, and Edmodo in regards to the expectations of the requirements of the multimedia project.
As I have researched Star Reading and Math I have found that this innovation has many of the requirements for this project. I have found that this innovation has all components for this project. It has a web-site that provides most of the information. However this innovation has few if any websites that have additional support for this product. So, for this reason I did not select Star Reading and Math for my innovation for my multimedia project. In researching the Promethean Activboard and accessories, I found that this innovation has all of the requirements for the multimedia project. I can find material with graphs and charts to help with my presentation, there are multiple websites that have resources for activboards and smart boards. And I have this resource at my deposal in my school building. I can also discuss the method of diffusion in my district and a better method of diffusion. In regards to edmodo, this innovation has little or no research to support the use of this innovation in my multimedia project. Edmodo is also an innovation that is more focused to an individual and their preference rather than a district or corporation. This innovation has little to no information that I can be used for the required component of the multimedia project. So, for this reason I have not selected to use edmodo as the innovation for my project.
For my multimedia project my innovation will be Promethean’s Activboard and accessories. I have found that this innovation can provide me the best opportunity to be successful with the multimedia project. I think that I will be able to find information in all the following areas about this innovation: (1) development process, (2) decision process, (3) adapter categories and the s-curve, (4) perceived attributes of innovation, (5) Critical mass and change agents, and (6) organizational innovation.
Defense of Innovation for Multimedia Presentation
Use of Google Docs
Michelle Martens Dragalin
Technological innovations in the classroom can be different for each district, school and classroom depending on the needs of the teacher. In my school, many of the teachers suffer from technophobia; computers and software associated with them are used for centers and rewards. In my opinion if teachers knew more about the technology that they have access to they would see how much easier to complete their own work and work with other teachers in the building, specifically resource teachers. This paper will describe how the use of Google Docs would assist in communication about students, lessons and policies with resource teachers in the school building and district. In addition, the paper will illustrate how it can be incorporated into other forms of technology in the school; iPads and Mobile Devices and why this innovation is important to use.
Technological Innovation: Google Docs
The technological innovations that would help learning in this day and age are
Google Docs, iPads and other Mobile Learning devices. Special education teachers who are mentored by teachers outside of the building, in addition, parents, speech therapists, occupational therapists, general educators, program managers and those are the people who are directly involved in the child’s educational plan. This does not include the number of people who are peripheral to the child’s educational plan. As a result, Google Docs, Mobile Learning, and iPads are great innovations that can be used to communicate, provide information and add the necessary information to existing reports.
iPads and Mobile learning devices facilitate the use of Google Docs. The special education case manager can set up a page for each of her students and send the link to each of his teachers and theraptis. The resource and general education teachers can access Google Docs from their favorite device, iPads, Mobile Learning, Laptops, Desktops, etc. Google Docs are innovations that would be make a special educator’s job easier to establish and maintain communications about a student’s educational progress or lack of progress. They will also assist in helping the students’ progress in their educational career by allowing everyone to: (htpps:accounts.google.com/serviceLongin?)
• Upload your files from your desktop: It's easy to get started and it's free!
• Access anywhere: Edit and view your docs from any computer or smart phone.
• Share your work: Real time collaboration means work gets down more quickly; (Https:accounts.google.com/ServiceLogin?)”
Google Docs
Computer Using Educators (CUE) provides a workshop to help educators use Google Docs as a method of communication and information sharing. In addition, the school district provides workshops at a school as long as there are 10 or more teachers in attendance. Although this is a program that takes time to get adjusted to because there are requirements that the person needs to incorporate into the program. Once the teacher and other staff to get used to Google Docs, this program does provide a
forum for the case manager to regularly update her records and
give the other teachers a chance to add their thought, in addition :
Unnecessary meetings
Gives caregivers and parents access to their child’s records provided the have the technology
Allow information to be shared and discussed at the convenience of everyone and keeps the information in one place.
Supportive Research
Research does support the use of technology in the classroom. However, technology also needs to provide the teachers with a way to have the case managers more time to work with the students. Jenny C. Wells and Patricia H. Sheehey (Jan/Feb, 2012) state this case in Person-Centered Planning: Strategies to Encourage Participation and Facilitate Communication by stating the case that technology provides a way for meetings and information to be shared by all interested parties. Google Docs can be accessed by all agencies and parents (with internet accessibility) and as such can read the information in advance or have it translated if necessary.
Conclusion
Special education teachers serve many roles in the public schools. One of the roles is facilitating information so that all concerned parties have access to the information of the child. In order to do this effectively teacher need to view technology as a tool to lessen their paperwork demand and provide a way to show a child’s progress.
"Where the Future Takes Us"
Davinesa Reed
Teaching is a competition. Teachers compete with their colleagues for the best test scores, teachers compete with themselves to top their previous performances, and teachers compete for students’ attention. In a perfect world, students would all sit-up straight in their chairs and listen closely to what their teachers had to say with zero cases of ADD or ADHD, behavior problems, or interruptions. The reality is however, that students come to school with a barrage of presets that come in the form of: television, video games, and computers. Diagnosed effectively, these issues can either be a gift or the Achilles heel to a classroom and its structure.
Rather than telling “Johnny” to sit down and pay attention all day we have to give “Johnny” something that he can’t take his eyes off or an assignment that he can’t stop doing (not because he can’t finish but because he doesn’t want it to end). If you can’t beat them join them. Join them by offering a solution that will reach their attention spans and enhance their learning in the process. ““Educating Digitally: Classrooms without Books”, offers educators an endless array of tools that can be used to effectively energize a room full of bored, busy bodies. From edublogs to social networking students are able to interact in their own learning experiences.
“Rural sociology is a subfield of sociology that focuses on the social problems of rural life. Many rural sociologists are employed in colleges of agriculture at land-grant universities. These agricultural schools have three main functions: (1) to teach students, (2) to conduct research on agricultural problems, so as to help farmers and agricultural businesses, and (3) to operate a state extension service to diffuse agricultural innovations (coming from research) to potential adopters, particularly farmers (Rogers, 2003).”
Although all schools are different, the diffusion method that uses rural sociology can be incorporated to analyze if technology can be used as an effective tool within the classroom to increase the overall performance of students. Of the three main functions, both formative and summative evaluations can be used to test: if technology can be used to teach students, to conduct research on which technology is the most formable, and to make research based decisions on which skills will be targeted.
This innovation was chosen because I realize that the most important thing in a classroom is getting a students’ attention. “Educating Digitally: Classrooms without Books,” has the ability to change the entire structure of the classroom while cutting costs on paper and pencils. The potential for this particular platform is endless.
References:
Rogers, Everett M. (2003-08-05). Diffusion of Innovations, 5th Edition (Kindle Locations 1674-1678). Simon & Schuster, Inc.. Kindle Edition.
Defense of Innovation for Multimedia Presentation
Yolandria J. Petty
In my previous paper I discussed three innovations that are found in education today. I discussed how each of these innovations are helpful in the educational field and I also identified barriers for each innovation. In this paper I must identify why I will only select one of these three innovations for my multimedia presentation. To make this selection I chose to use the rubric for the presentation as my guide. For my innovation to be chosen for this project I must be able to find information on the following topics: (1) development process, (2) decision process, (3) adapter categories and the s-curve, (4) perceived attributes of innovation, (5) Critical mass and change agents, and (6) organizational innovation. In this paper I will discuss my finding for Star Reading and Math, Promethean Activboard and accessories, and Edmodo in regards to the expectations of the requirements of the multimedia project.
As I have researched Star Reading and Math I have found that this innovation has many of the requirements for this project. I have found that this innovation has all components for this project. It has a web-site that provides most of the information. However this innovation has few if any websites that have additional support for this product. So, for this reason I did not select Star Reading and Math for my innovation for my multimedia project. In researching the Promethean Activboard and accessories, I found that this innovation has all of the requirements for the multimedia project. I can find material with graphs and charts to help with my presentation, there are multiple websites that have resources for activboards and smart boards. And I have this resource at my deposal in my school building. I can also discuss the method of diffusion in my district and a better method of diffusion. In regards to edmodo, this innovation has little or no research to support the use of this innovation in my multimedia project. Edmodo is also an innovation that is more focused to an individual and their preference rather than a district or corporation. This innovation has little to no information that I can be used for the required component of the multimedia project. So, for this reason I have not selected to use edmodo as the innovation for my project.
For my multimedia project my innovation will be Promethean’s Activboard and accessories. I have found that this innovation can provide me the best opportunity to be successful with the multimedia project. I think that I will be able to find information in all the following areas about this innovation: (1) development process, (2) decision process, (3) adapter categories and the s-curve, (4) perceived attributes of innovation, (5) Critical mass and change agents, and (6) organizational innovation.
Defense of Innovation for Multimedia Presentation
Use of Google Docs
Michelle Martens Dragalin
Technological innovations in the classroom can be different for each district, school and classroom depending on the needs of the teacher. In my school, many of the teachers suffer from technophobia; computers and software associated with them are used for centers and rewards. In my opinion if teachers knew more about the technology that they have access to they would see how much easier to complete their own work and work with other teachers in the building, specifically resource teachers. This paper will describe how the use of Google Docs would assist in communication about students, lessons and policies with resource teachers in the school building and district. In addition, the paper will illustrate how it can be incorporated into other forms of technology in the school; iPads and Mobile Devices and why this innovation is important to use.
Technological Innovation: Google Docs
The technological innovations that would help learning in this day and age are
Google Docs, iPads and other Mobile Learning devices. Special education teachers who are mentored by teachers outside of the building, in addition, parents, speech therapists, occupational therapists, general educators, program managers and those are the people who are directly involved in the child’s educational plan. This does not include the number of people who are peripheral to the child’s educational plan. As a result, Google Docs, Mobile Learning, and iPads are great innovations that can be used to communicate, provide information and add the necessary information to existing reports.
iPads and Mobile learning devices facilitate the use of Google Docs. The special education case manager can set up a page for each of her students and send the link to each of his teachers and theraptis. The resource and general education teachers can access Google Docs from their favorite device, iPads, Mobile Learning, Laptops, Desktops, etc. Google Docs are innovations that would be make a special educator’s job easier to establish and maintain communications about a student’s educational progress or lack of progress. They will also assist in helping the students’ progress in their educational career by allowing everyone to: (htpps:accounts.google.com/serviceLongin?)
• Upload your files from your desktop: It's easy to get started and it's free!
• Access anywhere: Edit and view your docs from any computer or smart phone.
• Share your work: Real time collaboration means work gets down more quickly; (Https:accounts.google.com/ServiceLogin?)”
Google Docs
Computer Using Educators (CUE) provides a workshop to help educators use Google Docs as a method of communication and information sharing. In addition, the school district provides workshops at a school as long as there are 10 or more teachers in attendance. Although this is a program that takes time to get adjusted to because there are requirements that the person needs to incorporate into the program. Once the teacher and other staff to get used to Google Docs, this program does provide a
Supportive Research
Research does support the use of technology in the classroom. However, technology also needs to provide the teachers with a way to have the case managers more time to work with the students. Jenny C. Wells and Patricia H. Sheehey (Jan/Feb, 2012) state this case in Person-Centered Planning: Strategies to Encourage Participation and Facilitate Communication by stating the case that technology provides a way for meetings and information to be shared by all interested parties. Google Docs can be accessed by all agencies and parents (with internet accessibility) and as such can read the information in advance or have it translated if necessary.
Conclusion
Special education teachers serve many roles in the public schools. One of the roles is facilitating information so that all concerned parties have access to the information of the child. In order to do this effectively teacher need to view technology as a tool to lessen their paperwork demand and provide a way to show a child’s progress.
References
Google Docs (2012). Retrieved from https://accounts.google.com/ServiceLogin?
Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: providing assistive
technology: providing assistive technology for students. Theory Into Practice. 47, 212-219. DOI:10.1080/00405840802153874
Wells, J.C., & Sheehey, P.H. (Jan/Feb, 2012). Planning strategies to encourage participation and
facilitate communication. Teaching Exceptional Children. Council for Exceptional Children. 32-39